Tiny Explorer Kids Nursery

What is it like to attend this early years setting?

Children separate from their parents with ease as friendly practitioners welcome them. Children arrive happy and excited to start their day. They show high levels of confidence in their interactions with adults. For example, they approach the inspector to say 'hello' and talk to her about the colours they are wearing. Children demonstrate they feel safe and secure as they build good relationships with practitioners and seek comfort or support from them when needed throughout the day. Children enjoy a morning 'wake up' session of music and movement. This helps to give children energy to focus on the activities ahead.

The manager plans a broad and interesting curriculum that supports all areas of development and motivates children to learn. Practitioners support all children to make good progress. They know their key children well. They offer activities that teach the curriculum and support children to meet their next steps in development. The manager and practitioners identify and plan experiences that children may not otherwise have, such as travelling by train and bus or visiting a farm. These experiences give children context to their learning and help them to understand the wider world.

Practitioners are good role models for children. They communicate with each other in a respectful manner and are gentle in their approach to children. Practitioners encourage children to be independent. Children use water dispensers to get fresh drinking water and they are supported to dress themselves, wash their hands and use the toilet.

What does the early years setting do well and what does it need to do better?

• The manager and practitioners support all children, including children with special educational needs and/or disabilities, well. They monitor and observe children from their initial assessments and identify any gaps in development. They plan activities and experiences that support children to close these gaps and move them on to the next stage in their development. Extra support is put in place for those children who may need it, such as one-to-one sessions or referrals to specialists. This good practice means all children make good progress from their starting points.
• Children who speak English as an additional language are supported well. Practitioners who speak the same language as the children help them to settle in and communicate with them regularly in their home language. Practitioners gather key words from parents. Parents are invited in to read stories in their home language and to share their traditions and culture, such as food and clothing, on cultural days.
• Children have many opportunities to develop their physical skills. They have access to indoor and outdoor spaces where they can move in different ways. Children enjoy resources such as cars, a slide and large construction materials. They learn to manage stairs from a young age, from crawling up using their hands and feet with practitioners' support, to walking using the handrail. This helps children to strengthen their large muscles.
• Generally, children behave well. They interact with their friends and share and take turns with activities and toys. However, on occasion, when children are frustrated and express this by hitting out, practitioners do not teach them that these actions are not appropriate or show them healthy ways to manage their frustrations. This means children do not learn about the impact their actions can have on others.
• Practitioners comfort children when they are feeling sad or upset with a cuddle and ask what happened. However they do not use opportunities to acknowledge children's feelings and talk about their emotions. For instance, practitioners sing a 'hello song' that asks children how they are today. However, children are told to say, 'Fine, thank you', as a response instead of expressing their individual and unique feelings at that moment.
• Practitioners promote children's language and communication skills well. They speak clearly, modelling words and speech and commenting on what children are doing. They use the well-resourced library to support children to develop a love for books. Practitioners lead group times that support children to build confidence, take turns and follow instructions. For instance, children take turns to read simple stories to the rest of the group, with support from practitioners.
• The manager takes pride in the setting's involvement in the community. For instance, the children and families actively raise money for charities and donate to a food bank. These experiences help children to develop an interest in caring for others and an awareness of people in society.
• Parent partnerships are good. Practitioners share children's learning goals with parents and offer guidance and support for children's home learning. They create resources, such as book bags, that parents can take home and share with their children. Parents are invited in to do activities with the children and they attend special occasions, including sports day and graduation.

What the setting must and should do next

The provider should:

• develop consistent approaches for managing children's behaviour to support them to understand what is expected of them
• build on opportunities for children to talk about their feelings and emotions.